Graduates should be able to design and implement high quality and multi-faceted student programs which enhance student learning and personal development. Specifically, students should be able to demonstrate:
- the skills necessary in conducting accurate needs assessment;
- an understanding of the dynamics involved in student learning in the co-curriculum;
- the ability to write program mission statements and to articulate desired student learning outcomes;
- the ability to design and implement creative and effective student programs
Implementing a Self-Authorship Focus in Higher Education Practices
In an effort to devise a learning environment for CSA 571, Student Learning in the Co-curriculum, I developed a campus-wide effort to provide college students with opportunities to test, strengthen and ultimately build a concrete belief system. As defined by Baxter Magolda, self-authorship is the ability to define one’s belief system, identity and relationships (2000). In one of Baxter Magolda’s studies, results showed that many college students were not able to establish their own belief system by the time of graduation (2002).
In attempts to increase the development of self-authorship in students before graduating from college to avoid an unnecessary treacherous transition into the real world I developed a program that involves all areas of campus including academic and career advising, residential life, faculty, study abroad and admission. For complete details of the self-authorship learning community see my Self Authorship Program paper.
Programming – Idea Box
Astin’s involvement theory (1984) clearly articulates that the more students put into involvement, the more they will get out of it. It’s a typical cliché that I use with students, “what you put into it is what you get out of it,” yet in theory this is very true. In developing five learning experiences for the class, Student Learning in the Co-curriculum, I was able to create several quality programs that encompass five diverse areas of student learning, in hopes that the more variety of involvement, perhaps the better for the students. These programs include: multicultural awareness, faith education, leadership development and basic professional tips for professional meetings and interviews. All program descriptions highlight learning outcomes, potential collaborating partners, target audience, materials, program outline, estimated budget and a form of assessment.
Time Management & Study Skills in Residence Halls
A case study was given to a group of us stating that there was a prominent downward spiral of grades for those living on campus. Our task at hand was to develop a program or environment that would assist these students in improving their study habits and time management. In addition to creating the program itself, we were able to develop a supporting mission statement, learning objectives, pre and posttest assessments and theory to back up our research.